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Abstract

The current pervasiveness of service learning (SL) in school communities is reinforced by an increasing recognition of SL’s wide ranging benefits. To maximise these, however, necessitates an effective process of reflection— the processing of experiences and posing of searching questions (numerous suggestions are offered in the article) at levels appropriate to the activities, situations, and participants’ ages and abilities. The process calls for critical thinking that, ultimately, should lead to personal growth, evidenced in the changed attitudes, perspectives and behaviours of participants.

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